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22/06/2026
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Ha, V. T., & Phan, N. T. (2026). Investigating the use of metacognitive strategies to teach reading comprehension to lower secondary school students. Tạp chí Khoa học Đại học Đồng Tháp, 15(03S), 192-207. https://doi.org/10.52714/dthu.sch.3391.1978
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Investigating the use of metacognitive strategies to teach reading comprehension to lower secondary school students
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Tóm tắt
This article presents the research findings on using metacognitive strategies in teaching English reading comprehension to lower secondary school students in Vietnam. The study used a quasi-experimental design, involving 76 students from a lower and upper secondary school in An Giang province. It investigated students’ awareness of metacognitive strategies, examine the frequency of their strategy use, and evaluate the effectiveness of applying these strategies in reading comprehension instruction. Both quantitative and qualitative data revealed that students used metacognitive reading strategies at a high level, with problem-solving strategies being the most frequently employed. The findings also indicated that instruction incorporating metacognitive strategies significantly improved students’ reading comprehension performance and enhanced their positive awareness of strategy use. This study offers preliminary evidence regarding the use of metacognitive strategies in teaching English reading comprehension at the lower secondary school level. It also offers pedagogical implications for English language teaching and serves as a foundation for future research in this area.
Từ khóa
Metacognitive Strategies, metacognitive awareness, lower secondary school students, reading comprehension.
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Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244. URL: http://dx.doi.org/10.5539/elt.v6n10p235
Al-Khresheh, M. H., & Al Basheer Ben Ali, R. (2023). A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students. Journal of Pedagogical Research, 7(4), 30-47. https://doi.org/10.33902/JPR.202321535
Al-Kiyumi, O., Seyabi, F. A., & Hassan, A. H. (2021). An empirical study on the effect of instruction on metacognitive strategies on EFL reading comprehension: the case of foundation-level students in Oman. International Education Studies, 14(8), 30-42. https://doi.org/10.5539/ies.v14n8p30
Anggia, H., & Habók, A. (2024). University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension. PLOS ONE, 19(11), Article e0313254. https://doi.org/10.1371/journal.pone.0313254
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of Reading Research (Vol. 1, pp. 353–394). Longman.
Bantasan, M. (2026). Patterns of metacognitive reading strategies of secondary students in research-oriented learning contexts. Journal of Education and Learning Reviews, 3(1), e2774-e2774. https://doi.org/10.60027/jelr.2026.e2774
Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection (Master’s action research project). Saint Xavier University.
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.
Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249. https://doi.org/10.2307/3586733
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. Addison-Wesley Longman.
Clarke, P. J., Truelove, E., Hulme, C., & Snowling, M. J. (2013). Developing reading comprehension. John Wiley & Sons.
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods strategies (5th ed.). SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five strategies (4th ed.). SAGE Publications.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Dinh, T. B. N., & Vu, T. N. (2022). Metacognitive reading strategies used by English-majors at a university in Vietnam. VNU Journal of Foreign Studies, 38(5), 1-15. https://doi.org/10.25073/2525-2445/vnufs.4872
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Duffy, G. G., Roehler, L. R., Meloth, M. S., Vavrus, L. G., Book, C., Putnam, J., & Wesselman, R. (1986). The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21(3), 237-252. https://doi.org/10.2307/747707
Duong, U. D. T., & Nguyen, K. D. (2022). Effects of EFL students’ use of metacognitive strategies in extensive reading tasks on their reading performance and attitudes. European Journal of Foreign Language Teaching, 6(3), 1-15. https://doi.org/10.46827/ejfl.v6i3.4440
Ediger, A. (2001). Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 153–169). Heinle & Heinle.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. (2019). Teaching and researching reading (3rd ed.). Routledge.
Heilman, A. W., Blair, T. R., & Rupley, W. H. (1981). Principles and practices of teaching reading (5th ed.). Columbus, OH: Charles E. Merrill Publishing Company.
Hong-Nam, K. (2014). ELL high school students' metacognitive awareness of reading strategy use and reading proficiency. TESL-EJ, 18(1), 1-16.
Huynh, H. T. (2024). Teaching metacognitive strategies in reading through CALLA to non-English major students in a Vietnamese university. Vietnam Journal of Education, 24(1), 18-28.
Ministry of Education and Training (MOET) (2018). General Education Curriculum – English. Ha Noi: Vietnam Education Publishing House.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students' reading comprehension achievement. International Journal of Instruction, 13(2), 847-862. https://doi.org/10.29333/iji.2020.13257a
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York & London: Routledge.
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30. https://doi.org/10.1177/1362168812457528
Nurie, Y. (2017). Exploring EFL students’ reading comprehension problems. Journal of Literature, Languages and Linguistics, 29, 51–58.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development, 2083-2093.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56. https://doi.org/10.1191/0265532203lt243oa
Phan, T. M. C., & Nguyen, T. L. H. (2022). Workbook for developing English competence grade 7 – Global Success. Hanoi: Vietnam National University.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456-1479. https://doi.org/10.1177/1362168820985236?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle
Zhang, D., & Goh, C. C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219. https://doi.org/10.2167/la342.0
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading strategy use. Reading in a Foreign Language, 21(1), 37–59. https://doi.org/10.64152/10125/66635
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69.
Zimmermann, S., & Hutchins, C. (2003). 7 keys to comprehension: how to help your kids read it and get it! New York, NY: Three Rivers Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
Al-Khresheh, M. H., & Al Basheer Ben Ali, R. (2023). A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students. Journal of Pedagogical Research, 7(4), 30-47. https://doi.org/10.33902/JPR.202321535
Al-Kiyumi, O., Seyabi, F. A., & Hassan, A. H. (2021). An empirical study on the effect of instruction on metacognitive strategies on EFL reading comprehension: the case of foundation-level students in Oman. International Education Studies, 14(8), 30-42. https://doi.org/10.5539/ies.v14n8p30
Anggia, H., & Habók, A. (2024). University students’ metacognitive awareness of reading strategies (MARS) in online reading and MARS’ role in their English reading comprehension. PLOS ONE, 19(11), Article e0313254. https://doi.org/10.1371/journal.pone.0313254
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of Reading Research (Vol. 1, pp. 353–394). Longman.
Bantasan, M. (2026). Patterns of metacognitive reading strategies of secondary students in research-oriented learning contexts. Journal of Education and Learning Reviews, 3(1), e2774-e2774. https://doi.org/10.60027/jelr.2026.e2774
Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection (Master’s action research project). Saint Xavier University.
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.
Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249. https://doi.org/10.2307/3586733
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. Addison-Wesley Longman.
Clarke, P. J., Truelove, E., Hulme, C., & Snowling, M. J. (2013). Developing reading comprehension. John Wiley & Sons.
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods strategies (5th ed.). SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five strategies (4th ed.). SAGE Publications.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Dinh, T. B. N., & Vu, T. N. (2022). Metacognitive reading strategies used by English-majors at a university in Vietnam. VNU Journal of Foreign Studies, 38(5), 1-15. https://doi.org/10.25073/2525-2445/vnufs.4872
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Duffy, G. G., Roehler, L. R., Meloth, M. S., Vavrus, L. G., Book, C., Putnam, J., & Wesselman, R. (1986). The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21(3), 237-252. https://doi.org/10.2307/747707
Duong, U. D. T., & Nguyen, K. D. (2022). Effects of EFL students’ use of metacognitive strategies in extensive reading tasks on their reading performance and attitudes. European Journal of Foreign Language Teaching, 6(3), 1-15. https://doi.org/10.46827/ejfl.v6i3.4440
Ediger, A. (2001). Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 153–169). Heinle & Heinle.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. (2019). Teaching and researching reading (3rd ed.). Routledge.
Heilman, A. W., Blair, T. R., & Rupley, W. H. (1981). Principles and practices of teaching reading (5th ed.). Columbus, OH: Charles E. Merrill Publishing Company.
Hong-Nam, K. (2014). ELL high school students' metacognitive awareness of reading strategy use and reading proficiency. TESL-EJ, 18(1), 1-16.
Huynh, H. T. (2024). Teaching metacognitive strategies in reading through CALLA to non-English major students in a Vietnamese university. Vietnam Journal of Education, 24(1), 18-28.
Ministry of Education and Training (MOET) (2018). General Education Curriculum – English. Ha Noi: Vietnam Education Publishing House.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students' reading comprehension achievement. International Journal of Instruction, 13(2), 847-862. https://doi.org/10.29333/iji.2020.13257a
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York & London: Routledge.
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30. https://doi.org/10.1177/1362168812457528
Nurie, Y. (2017). Exploring EFL students’ reading comprehension problems. Journal of Literature, Languages and Linguistics, 29, 51–58.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development, 2083-2093.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56. https://doi.org/10.1191/0265532203lt243oa
Phan, T. M. C., & Nguyen, T. L. H. (2022). Workbook for developing English competence grade 7 – Global Success. Hanoi: Vietnam National University.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Yapp, D., de Graaff, R., & van den Bergh, H. (2023). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1456-1479. https://doi.org/10.1177/1362168820985236?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle
Zhang, D., & Goh, C. C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219. https://doi.org/10.2167/la342.0
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading strategy use. Reading in a Foreign Language, 21(1), 37–59. https://doi.org/10.64152/10125/66635
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69.
Zimmermann, S., & Hutchins, C. (2003). 7 keys to comprehension: how to help your kids read it and get it! New York, NY: Three Rivers Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
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